Context:

The Career-Life Connections policy mandates that BC secondary school students complete at least 30 hours of career preparation or volunteer service to graduate. This requirement can be fulfilled through work placements, volunteer service, paid employment, fieldwork, entrepreneurship, or projects. The transition from school to work is challenging, with young employees often struggling to navigate professional expectations.

​

Challenges in School-to-Work Transition:

Young employees face difficulties reconciling school expectations with those of employers. They often lack clarity about their roles and professional conduct, leading to challenges in meeting job responsibilities.

​

Course Focus:

This is a job Specific training course that clearly outlines employer expectations and ensures employees understand their responsibilities and can perform effectively.

 

Rationale for Course Development:

In most workplaces, orientations are followed by shadowing. This scenario-based course provides a bridge between the two by combining theory and practice. It provides simulated workplace situations to prepare new employees for real-world challenges.

​

Mitigating Retention Challenges:

Inadequate preparation often leads to high turnover and disrupted operations. Our targeted training aims to improve retention by equipping employees with the necessary skills and understanding.

 

Audience:

The course targets new cinema workers, particularly those under 25. These are usually students (citizens as well as immigrants) who are transitioning from school to a workplace environment.

​

Needs Analysis:

Interviews with a cinema manager and new employees highlighted the need for practical, interactive training. Key themes identified include effective onboarding, clear job responsibilities, practical training, handling real-life situations, and time management.

 

Learning Objectives:

• Identify key workplace expectations.

• Recognize the importance of professionalism.

• Apply appropriate communication techniques.

• Demonstrate problem-solving and time management skills.

​

Instructional Design:

The course is designed using the ADDIE model and Backward Design principles. It includes interactive elements created in Articulate Storyline, ensuring active learning and engagement. This take-home course prepares learners for shadowing experiences and can be completed in 15-20 minutes.

 

Assessment Strategy:

Formative assessments and multiple-choice questions gauge understanding and application of course concepts. the course is follwed by a shadowing period which allows for practical evaluation of skills in real-world settings.

 

Tools and Media:

The course was created using Canva and Articulate Storyline, with visual content generated by AI tools and images sourced from Canva. It is hosted on Rise 360 for optimal accessibility.

 

Future Considerations:

Future iterations will incorporate feedback from course participants and aim to expand accessibility, including translations and application to other job roles.

 

​​​

This course was created for an academic assignment at Simon Fraser University